title: Generating keywords improves metacomprehension and self-regulation in elementary and middle school children.
abstract: The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.
authors.affiliation: Department of Educational Development and Research, Maastricht University, 6200 MD, Maastricht, The Netherlands. anique.debruin@maastrichtuniversity.nl
authors.forename: Anique B H
authors.initials: AB
authors.lastname: de Bruin
authors.forename: Keith W
authors.initials: KW
authors.lastname: Thiede
authors.forename: Gino
authors.initials: G
authors.lastname: Camp
authors.forename: Joshua
authors.initials: J
authors.lastname: Redford
mesh_terms: D000293:Adolescent; D000367:Age Factors; D002648:Child; D002657:Child Development; D003071:Cognition; D032882:Comprehension; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D011939:Mental Recall; D009483:Neuropsychological Tests; D002666:Psychology, Child; D011932:Reading; D012927:Social Control, Informal; D014706:Verbal Learning